大专学生生活目标、心理健康与学业成绩的关系研究
发布时间：2018-09-05 14:57
【摘要】：本研究选取昆明工业职业技术学院和云南工程职业学院这两所大专院校的一年级和二年级学生为研究对象，使用测量法对其生活目标、心理健康和学业成绩进行测量，其目的在于了解和进一步考察目前大专院校学生的生活目标情况、心理健康水平、学业成绩的情况和特点，并探讨了它们之间的关系，，结果表明： 1.大部分大专学生没有明确的生活目标。 2.女生生活目标均值高于男生，差异不显著。 3.汉族学生的生活目标均值高于少数民族学生生活目标均值，差异不显著。 4.大专学生生活目标在学科专业类别上不存在显著差异。 5.大专学生生活目标在生源地上差异不显著。 6.独生子女与非独生子女在生活目标均分上差异不显著。 7.大专学生学业成绩在性别上不存在显著差异。 8.汉族和少数民族的大专学生在学业成绩上存在显著差异。汉族和少数民族大专学生在英语成绩和数学成绩上均存在显著差异，并且汉族学生的成绩要高于少数民族的学生。汉族大专学生在专业课成绩上高于少数民族的学生，但不存在显著差异。 9.不同学科专业类别的大专学生在学业成绩上存在显著差异。在英语成绩和数学成绩上存在显著差异，理工科专业的大专学生的成绩高于文史类专业大专学生的成绩。在专业课成绩上，理工科专业学生的成绩要高于文史类专业的学生，但差异不显著。 10.来自乡、镇与来自县、市的大专学生在学业成绩上不存在显著性差异。家庭所在地为县、市的大专学生的学业成绩要高于家庭所在地为乡、镇的大专学生。 11.独生子女与非独生子女的大专学生在学业成绩上不存在显著差异。独生子女的大专学生的学业成绩略高于非独生子女。 12.父母亲的文化程度对大专学生的学业成绩无显著的影响。 13.低标准生活目标、无明确生活目标、有明确生活目标与轻度抑郁、中度抑郁、重度抑郁和抑郁水平存在显著负相关；生活目标与轻度抑郁、抑郁水平相关显著。生活目标能够有效预测抑郁水平。 14.低标准生活目标、有明确生活目标、无明确生活目标和生活目标得分与学业成绩呈显著的正相关。生活目标能够有效预测学业成绩。 15.轻度抑郁、中度抑郁、重度抑郁和抑郁水平与学业成绩有显著的负相关。抑郁能够有效预测学业成绩。 16.无明确生活目标、有明确生活目标既直接影响学业成绩，又通过抑郁间接影响学业成绩。
[Abstract]:In this study, the first and second year students of Kunming Polytechnic College and Yunnan Engineering Vocational College were selected as the research objects, and their life goal, mental health and academic achievement were measured by measuring method. The purpose of this study is to understand and further investigate the living goals, mental health, academic achievements and characteristics of the students in colleges and universities, and to explore the relationship between them. The results are as follows: 1. Most college students do not have a clear life goal. 2. The average value of female students' living goals was higher than that of boys, and the difference was not significant. 3. The average life goal of Han nationality students was higher than that of minority students, and the difference was not significant. 4. There is no significant difference in the life goals of college students in the subject and specialty categories. 5. 5. The difference of college students' living goal is not significant. 6. 6. There was no significant difference between the single child and the non-only child in the mean score of life goal. 7. 7%. There is no significant gender difference in academic achievement of junior college students. 8. 8%. There are significant differences in academic achievement between Han and ethnic minority college students. There are significant differences in English and mathematics scores between Han and minority junior college students, and the scores of Han nationality students are higher than those of ethnic minority students. Han Chinese junior college students in professional courses higher than the students from ethnic minorities, but there is no significant difference. 9. 9. There are significant differences in academic achievement among college students in different subject categories. There are significant differences in English and mathematics scores. The scores of college students majoring in science and engineering are higher than those of college students majoring in literature and history. In the professional course achievement, the science and engineering major student's achievement is higher than the literature and history major student, but the difference is not remarkable. 10. There is no significant difference in academic achievement among college students from township, town and county. The academic achievement of the college students in the county and city is higher than that in the township and town. 11. There was no significant difference in academic achievement between only child and non-only child college students. The academic performance of college students with only children is slightly higher than that of non-only children. The educational level of parents had no significant effect on the academic achievement of college students. There was a significant negative correlation between the low standard living goal and the level of mild depression, moderate depression, severe depression and depression, while there was a significant correlation between life goal and mild depression and depression level. Life goals can effectively predict depression levels. 14. 4. The scores of low standard living goals, clear life goals and no clear life goals were positively correlated with academic achievement. Life goals can effectively predict academic performance. 15. The levels of mild depression, moderate depression, severe depression and depression were negatively correlated with academic achievement. Depression can effectively predict academic performance. 16. There is no clear life goal, there is a clear life goal not only directly affect academic achievement, but also indirectly affect academic achievement through depression.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：B844.2
本文编号：2224624
[Abstract]:In this study, the first and second year students of Kunming Polytechnic College and Yunnan Engineering Vocational College were selected as the research objects, and their life goal, mental health and academic achievement were measured by measuring method. The purpose of this study is to understand and further investigate the living goals, mental health, academic achievements and characteristics of the students in colleges and universities, and to explore the relationship between them. The results are as follows: 1. Most college students do not have a clear life goal. 2. The average value of female students' living goals was higher than that of boys, and the difference was not significant. 3. The average life goal of Han nationality students was higher than that of minority students, and the difference was not significant. 4. There is no significant difference in the life goals of college students in the subject and specialty categories. 5. 5. The difference of college students' living goal is not significant. 6. 6. There was no significant difference between the single child and the non-only child in the mean score of life goal. 7. 7%. There is no significant gender difference in academic achievement of junior college students. 8. 8%. There are significant differences in academic achievement between Han and ethnic minority college students. There are significant differences in English and mathematics scores between Han and minority junior college students, and the scores of Han nationality students are higher than those of ethnic minority students. Han Chinese junior college students in professional courses higher than the students from ethnic minorities, but there is no significant difference. 9. 9. There are significant differences in academic achievement among college students in different subject categories. There are significant differences in English and mathematics scores. The scores of college students majoring in science and engineering are higher than those of college students majoring in literature and history. In the professional course achievement, the science and engineering major student's achievement is higher than the literature and history major student, but the difference is not remarkable. 10. There is no significant difference in academic achievement among college students from township, town and county. The academic achievement of the college students in the county and city is higher than that in the township and town. 11. There was no significant difference in academic achievement between only child and non-only child college students. The academic performance of college students with only children is slightly higher than that of non-only children. The educational level of parents had no significant effect on the academic achievement of college students. There was a significant negative correlation between the low standard living goal and the level of mild depression, moderate depression, severe depression and depression, while there was a significant correlation between life goal and mild depression and depression level. Life goals can effectively predict depression levels. 14. 4. The scores of low standard living goals, clear life goals and no clear life goals were positively correlated with academic achievement. Life goals can effectively predict academic performance. 15. The levels of mild depression, moderate depression, severe depression and depression were negatively correlated with academic achievement. Depression can effectively predict academic performance. 16. There is no clear life goal, there is a clear life goal not only directly affect academic achievement, but also indirectly affect academic achievement through depression.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：B844.2
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